English in primary education in Malaysia: policies, outcomes and stakeholders’ lived experiences

Ali, Nor Liza; Hamid, M. Obaidul; Moni, Karen

doi:10.1080/14664208.2011.584371

Cited by 47 publications

(25 citation statements)

References 7 publications

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“…The upward and downward pressures on governments to lower the age of FLE manifested itself in rapid policy changes all around the globe. However, in most cases these changes were faster than the required planning for successful implementation (Ali, Hamid, & Moni, 2011, Enever & Moon, 2009Garton, Copland, & Burns, 2011;Gimenez, 2009;Lee, 2009). Turkey having gone through such a policy change in 1997 by offering English as a compulsory school subject at the 4th grade MoNE, 1997), implemented a recent change by lowering the starting age to 2nd grade as a result of 4+4+4 education model in 2012.…”

Section: Discussionmentioning

confidence: 99%

English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

Gürsoy¹,

Korkmaz²,

Damar³

2017

IES

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Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries has changed its educational policy in 2012 and launched the new English Language Teaching Program for grades 2-8 in 2013. Along with many changes, the new system offers EFL in the second grade. The present study not only aims to investigate the views of prospective ELT teachers towards this change, but also to compare their views with those of trainers, and English teachers who were investigated in the earlier phases of the study. The results indicate that although all three groups of participants favor an earlier start in foreign language education, there are significant differences between groups in terms of the appropriate starting time and teaching methodologies used. Teachers were indecisive as they favored both the first and second tiers to introduce a foreign language. The results have implications for policy makers, teachers, teacher trainers, and prospective teachers.

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Section: Discussionmentioning

confidence: 99%

English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

Gürsoy¹,

Korkmaz²,

Damar³

2017

IES

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“…This 121 distinctiveness among Malaysians is a worry as it is interpreted as a cause of disunity and needs concerted orientation. Ali, Hamid, and Moni (2011) in discussing the implementation of PPSMI (Teaching Science and Mathematics in English) expressed that the position of Bahasa Malaysia may be overlooked as the policy gravitates towards a greater use of the English language and could indirectly lead to racial disharmony in the nation. Moreover, the study by Abdullah and Chan (2012), also stressed the importance of the national language as the main unifying force in establishing national identity.…”

Section: National Identity and Ethnic Identity In Malaysiamentioning

confidence: 99%

Language Vitality of Malaysian Languages and Its Relation to Identity

How

Heng

Abdullah

2015

GEMA

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Bahasa Malaysia is the national language in Malaysia, which acts as a national symbol that raise a sense of national unity, and maintains a sense of cultural value and identity. As the country is multicultural and multilingual, the use of Bahasa Malaysia, English, Mandarin, and Tamil invite questions of comparative vitality, which is a strength evaluation of language relative to other languages that coexist in the linguistic sphere.The present study, via the indicators such as language use, dominance and preference, language attitude and motivation, and language proficiency, aims to examine the vitality of these languages and to obtain comparative information about their connections to national and ethnic identity. Vitality Questionnaire was distributed to Malaysian primary five students fromvernacular Tamil and Chinese schools. Findings indicate that Bahasa Malaysiaand English do not have high vitality . Yet, vernacular languages are rated as having high vitality. It is suggested that ethnic languages dominantly shape ethnic identity and that they play animportant role in the students" lives at early age as compared to Bahasa Malaysia which has not gained a stronghold. Thus, the sense of national identity appears to have taken a back seat. National aspiration in this aspect of nation building is still far from being realized if it is to be nurtured and expected to be developed at this stage of growth. Within a multilingual milieu, establishing national identity appears a complex issue and language choice and use may have long term effects on the moulding of a Malaysian national identity.

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“…This is an important point, as language is 'an extremely important cultural symbol of a community' (p. 116). In the case of Malaysia, Ali, Hamid, and Moni (2011) contend that macro education LPP needs to be 'complemented by micro-level work to create desirable language policy outcomes' (p. 147). While the Malaysian government has engaged in policy to strengthen the place of English in the country's education system, the mechanisms have not been in place to carry this out effectively, as the government has not taken sufficiently into account the 'realities on the ground' (p. 163).…”

Section: Discussionmentioning

confidence: 98%

The 2011 Estonian high school language reform in the context of critical language policy and planning

Skerrett

2013

Current Issues in Language Planning

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This paper seeks to situate Estonian language use and policy within the emerging field of critical language policy and planning (CLPP) by investigating the discourses that frame linguistic behaviour. This done by way of an analysis of a series of interviews carried out with key actors in language policy in Estonia. The discourses framing language use in Estonia are then related to the practices, or repeated activities, that maintain everyday language use. The aim is to uncover taken-for-granted categories framing social life, in particular those that maintain forms of inequality, and to investigate ways that these might be reshaped in order to bring about outcomes that take into account the everyday needs and realities of a greater proportion of Estonian society. The 2011 Estonian high school reform is a case in point regarding the importance of macromicro dialogue and coordination in language policy and planning. As this paper argues, more is needed to engage local Russian-speakers in the process of learning and using Estonian and playing a bigger part in wider Estonian society, particularly in the case of the north-eastern county of Ida-Virumaa. This paper considers the ways discourses and practices in education could become more inclusive of Estonia's Russian-speakers while still furthering the key twin goals of the period of renewed independence: normalisation of the use of Estonian and societal integration.

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English in primary education in Malaysia: policies, outcomes and stakeholders’ lived experiences

Cited by 47 publications

References 7 publications

English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

Language Vitality of Malaysian Languages and Its Relation to Identity

The 2011 Estonian high school language reform in the context of critical language policy and planning

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